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This chapter examines evidence that adults and infants can learn proto-categories through morphological paradigms in which a subset of the categories are double-marked. It is possible that the requirement for double-marking of categories provides evidence for analogy as a category learning mechanism. Experimental results allow for a refinement of factors contributing to ‘good analogies’. These refinements, in turn, may lead to advances in the understanding of syntactic category acquisition.

This chapter examines evidence that adults and infants can learn proto-categories through morphological paradigms in which a subset of the categories are double-marked. It is possible that the requirement for double-marking of categories provides evidence for analogy as a category learning mechanism. Experimental results allow for a refinement of factors contributing to ‘good analogies’. These refinements, in turn, may lead to advances in the understanding of syntactic category acquisition.